SOCIAL COGNITIVE THEORY: A FRAMEWORK FOR UNDERSTANDING LEARNING IN A NURSING STUDENT-PRECEPTOR RELATIONSHIP (NURSING EDUCATION).
Contributors: University of North Carolina at Chapel Hill.
Published: 1995
Number of pages: 177
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Education.
Description: Schools of nursing use a preceptorship as a teaching strategy to provide students with an opportunity to simulate the roles of practicing nurses in clinical settings. The purpose of this study was to investigate social cognitive theory as a potential framework for learning in a preceptorship experience.

A qualitative case study of one school of nursing was conducted. Interviews with eleven senior nursing students, five preceptors, and five nursing faculty were the primary data source. In addition, six student nurse journals, clinical observations of two students, and course syllabi of ten pre-requisite nursing courses were utilized. The interviews were based on a structured interview format with questions derived from Social Cognitive Theory and current Preceptorship literature.

Analyses of data sources indicated that Social Cognitive Theory was an appropriate framework for understanding what occurred in this relationship. The reciprocal determinants of environment, personal-cognitive factors, and behavior as described by Bandura (1986) were found to influence student learning. Students in the preceptorship did utilize the prior learning that occurred in pre-requisite courses. Students who started the Preceptorship course with clear expectations of potential course outcomes bad more positive experiences during the course. All students entered the course with some level of anxiety and became more comfortable and independent during the experience. Students tended to self-select clinical settings where they perceived they could achieve success. Students who valued independence usually selected areas where independent critical thinking was encouraged by their preceptor. Not all preceptors were seen as nurturing positive role models but students did identify positive traits through the observation of these models. When students viewed their relationship with their preceptor as positive, faculty roles were less valued than if the student needed guidance and support.

Results suggest that Social Cognitive Theory is an educational framework that can be utilized to explain the learning that occurs in the student-preceptor relationship. In addition, this study suggests future research directions and ideas for curriculum development.
Notes: Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3829.

Thesis (PH.D.)--THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, 1995.

School code: 0153.